Professor Questions: Grand Conversation
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: Research indicates that the reasons children experience difficulty in learning to read vary widely. The reason doesn't really matter, the child needs help. Prevention and Intervention programs have been designed to help. Family literacy programs assist both parent and child. Prekindergarten and Kindergarten programs tend to focus on language development. Primary grade programs vary but tend to provide tutoring and beginning reading interventions. School-wide programs include instruction in phonics, comprehension strategies, and listening comprehension. One lesson learned from the research is no matter how effective the intervention is, it does not stand alone. VI-S: This chapter discussed the importance of early intervention and providing a balanced curriculum. I agree that students need to be caught early if they are having difficulty. AW: Early prevention and sometimes intervention are the key to catching reading problems and family literacy issues. Sometimes it takes educating the family in order to really help the child. Programs like Kindergarten and Pre-school programs were praised. In addition, print awareness, phonemic awareness, and alphabet knowledge were discussed as keys to success in early reading. MC:Research also looks at families who do not have a strong literacy background and that possibly suggests why some students fall behind or start further behind than their peers. I agree with Amanda about early prevention and intervention, but in sixth grade we are still detecting students who have learning disabilities. How do they get that far without anyone intervening before then?
2. How has reading's shift from remediation to prevention and intervention affected your programs?
TH: I teach ELL students with 30 minute pull-out class periods. I can definitely tell the difference in my Kindergartners who have and have not attended our district's 4-yr. old program. The extra exposure to language development in English benefits my students. VI-S: I see the effects all the time in my special education class. I also fight differing opinions among the teachers. I think that students need to have interventions before they are qualified for special education. Some of them if they would have explicit instruction early on would not need services. However, many teachers who have struggling students want them out of the classroom right away and qualified for services. AW: We offer a Kindergarten readiness test for incoming Kindergartners. That way our students are "ready" to enter Kindergarten. Then, in first grade we offer remediation in reading through a pull-out program. We try very hard to catch them as early as possible for intervention and we prevent those entering Kindergarten too early. MC: In sixth grade I don't deal as much with the prevention part, but I do do intervention and remediation. I have a pull out reading class that my lower level sixth graders are in, and then my other readers are in inclusion classes. I try to work with them concerning vocabulary and comprehension. I also work with them alot concerning the test they have to take in the spring, and I try to incorporate as much productive learning as possible at the same time.
3. Discuss the concept that everyone is responsible for struggling readers and how does that affect you? TH: I totally agree that it is everyone's job (classroom teachers, specialty teachers, remedial program teachers, and paraprofessionals) to provide instruction for struggling readers. Anyone who comes in contact with that child needs to provide support to that child. My students come to me for English language acquisition. We work primarily on Listening, Speaking, Reading, and Writing. I do not "teach" the classroom teacher's content, but I do provide support for that learning. I do teach reading skills, based on what the group of children needs. VI-S: I also completely agree! There are becoming more and more struggling readers in the classrooms. It is everyone's responsibility to get the information across to them it might just take some accommodations or modifications. If everyone (teachers) are working as a team that students will have more support therefore doing better in school. When only one teacher is relied on to help that struggling reader they will not gain as much. AW: Personally, I feel a huge responsibility to my students to learn to read. I completely agree with this statement. The bulk of the responsibility is on me, but I do think that everyone (and I mean parents, peers, administration) are responsible too. We are partners with parents and others in the school to help the child in the best manner possible. Teaching is personal. If you don't think it's your responsibility, then children will slip through the cracks and you won't care. Then, you need to get out! MC: I deal with this every year. Our other core subject teachers (math, science, history) don't always do what they should with our struggling readers. I have trouble sometimes just getting all the teachers to do modifications and accommodations for my IEP kids. Last year I ended up tutoring a special ed student in science because the science teacher refused to help him and mom was very upset. It was very frustrating to me that all the science teacher needed to do was spend a few extra minutes with this student and he wouldn't have struggled as much. It irritates me to the core that just because they don't teach "reading" that they don't think they have to help those readers who struggle.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. In your opinion, what is the number one factor associated with "students at risk for failure"? TH: For my kids, it is the time it takes to acquire the English language. My kids can usually acquire social English within a year of being in the country. But, the academic language takes much more time - between 5-7 years. However, the state requires these kids to take the state mandated tests (and their scores count) after completing their first year in the country. This is especially difficult for older students who may not have additional years of exposure before that first test! As hard as we try, ELL kids may never catch up to what the state requires them to do! VI-S: Students need explicit instruction and practice. They also need to have high expectations. Students are coming each year with taking less responsibility of their own learning. They want to be told exactly what to do instead of practicing and thinking about their work. MC: I agree with Vanessa that students need explicit instruction and students wanting to be told exactly what to do. Most of my sixth graders are struggling with feeling motivated. I have noticed that students who tend to give up by the end of seventh grade usually do end up in trouble sometime during eigth grade. I actually had a student like that last year, and he spent fewer days in school than he did being suspended for various infractions. The last I heard he had already been to visit the adolescent incarciration facility. It really and truly breaks my heart.
2. What is the difference between Intervention and prevention programs and just "good teaching" practices? TH: "Good teaching" practices are what all teachers SHOULD be doing with all students. With the diversity of levels and knowledge in classrooms, some kids just can't keep up. Prevention programs try to "prevent" problems by providing additional instruction before problems occur. Intervention programs try to "intervene" with remediation on the skills in which the child is deficient. VI-S: Interventions and preventions should be happening by teachers already. If a student is struggling in the classroom they should be assessing and figuring out how best to help them succeed. Instructions need to be clear from the beginning so that students understand what is expected. MC: I agree that part of good teaching should include intervention and prevention. Again, I don't get to be part of the prevention process, but I do experience the intervention part of education quite a bit with my sixth graders. If I have students that are struggling I try to pull them out when they won't miss main lessons and work on what they are struggling with. But, again, part of good teaching is knowing how to incorporate intervention into each daily lesson. In order to do that, you have to know your students and their strengths and weaknesses.
3. In your opinion, is it your job to teach a child's parents to read, if that parent is unable to read and help his/her child? TH: That's an interestig question for me - because I face that problem every year. Many of my parents can't read in their native language let alone English. I provide my parents with the information (verbal and written in their native language, if possible) to attend classes provided by our district (2 nights/week with homework assistance and childcare for their children while they are in class). I highly encourage them to take advantage of the free service. However, I cannot force them to attend. VI-S: I don't feel it is our responsibility to teach a parent to read. It is however our duty to make sure we explain to a parent how to help their child. We can support them in finding help but parents should have an active part in their child's education (and to do that if they need help they need to find the right person to do that). MC: I agree completly with Vanessa! I have never had a parent tell me that he or she didn't know how to read, but I have had times where I wondered what was going on with a parent. I do feel like I would feel obligated to give the parents information concerning community programs that deal with adult literacy. Mandy's ?s 1. Why are head start programs important, and how can we go about making sure that there continues to be federal funding for the programs? TH: I think head start and similar programs are important because they give low-income children additional language development opportunities. Many of these children do not have adequate models at home and the additional exposure better prepares them for the classroom environment. Since many ELLs fall in that low-income status, it additionally gives them exposure to the English language. The more exposure to English they have, the quicker they begin to learn in English. As far as funding goes, it is important to keep the topic on the forefront with our legislators. VI-S: Head start programs are important for families who are struggling. I agree that many of these students don't have the help necessary at home to help them succeed. AW: I think Head Start is for those families that can't necessarily afford proper schooling for their child. Also, like Vanessa said, it's for families that don't know what to do with their kids in terms of reading. These families may not be able to read and write themselves. Like Toni said, language development is huge early on. I'm not sure how we continue to supply federal funding for this program, but I think the research is there for how important early prevention and intervention. 2. What are the positives and negatives when dealing with prevention and intervention? TH: The positives are that additional exposure and small groups can assist children in acquiring the skills more rapidly. Teachers in those programs can use alternate strategies to teach the concepts. Children will have several different strategies to use. Students receive more individualized attention in small groups. The negatives include time and staffing issues. Kids receiving additional assistance are usually pulled out of regular classroom time to receive the intervention. The classroom teacher has to juggle what to teach/practice/etc. while these kids are out of the room. Many time they are not out of the room just one time - but they may receive reading and math interventions. VI-S: I think that all teachers should be trying to prevent struggles in the future. They need to be adapting their instruction and modifying if necessary. Interventions need to take place when students need help. I understand that it is difficult when teachers feel the responsibility to cover so many objectives for the state tests but it is equally important to help those students who are struggling. AW: I really only see positives. Phonemic awareness, alphabetic principle, print awareness, and overall enjoyment for literacy are raised with K and Pre-K programs. I guess I look at what's best for the student, so even if it's uncomfortable for me or time consuming, I still think it's positive! 3. Is RTI just as effective in middle school and high school as it possibly is in the primary grades? TH: If done properly, I think it could be just as effective. I have not had a good experience with RtI, as the "pilot" building only used one criteria (DIBELS) to provide instruction. However, when looking at articles that deal with RtI, there seems to be more to it than just DIBELS. VI-S: I have not heard of RTI in the upper grades. I have heard it is beneficial when they are younger to help them not get far behind. AW: I am SO unfamiliar with RtI. But, I would guess that if it is done properly and upgraded for older students, then yes, it could be beneficial.
Toni's ?s
1.What kinds of supplementary intervention programs are utilized with students at your school? VI-S: We use a lot of technology programs to help our struggling readers. We have a reading specialist who sees students who qualify. The teachers have a science lab to help reinforce by hands on activities. Teachers in our building kind of do their own things. Some of them have songs to help students remember states & capitals, multiplication facts, etc. AW: We offer tutoring for those student who need it and/or their parents want that for them. We can suggest it too. As for ones listed in the text, we do not offer those because of our size and what we are trying to accomplish. We are about a half grade above a public school when it comes to what we teach. Therefore, the ones who are "struggling" really aren't struggling. They are just behind for our school and would probably not qualify in the public school system for help. MC: We really don't have many supplementary intervention programs at our middle school. The only program we do have is for 8th graders who didn't pass their crts. They go through ACE remediation which either includes a class instead of an elective or tutoring after school. I wish there was more than that for our students that need help, but that is it other than what teachers do in the classroom. I usually end up tutoring one or two students a year who are just struggling. I try to work with kids when I work detention that are having trouble with their homework. We use to have an "independent studies" class for our special ed students that was basically study hall for our special ed kids that allowed them to get help from a special ed teacher for the classes they were struggling in, but a few years ago that was taken out of the class offerings. I was sad to see it go because I think a lot of our special ed kids got a lot out of that. It gave them time to get help, especially if their parents aren't able to help them.
2. Once a child has completed an intervention program, how much support should he/she receive in the regular classroom? VI-S: Students need continuous support - it just may be more verbal like praise or cues to keep them going. Just because they finish a program doesn't mean they feel confident to be on their own and depending on the age other blocks may come up in which they need support on how to handle it. AW: I think the student should continue to be monitored and at the first sign of problems, a teacher should step in. Quitting cold turkey can be problematic. A slow release is better. MC: I agree with Amanda and Vanessa. Struggling students tend to need constant support and some sort of motivation. If the intervention program was through the school, then their should be materials at the school to use periodically to continue supporting the student. Parents that are able to have put their students in programs like Kumon or Huntington, and those programs prepare the parents for continuing to support their kids.
*3. What types of professional development can be used to shift the mindset of experienced teachers so they accept that the struggling reader is everyone’s responsibility? VI-S: I wish there is a magic program/speaker that would work. So many of my teachers want them out of their classrooms because it is too difficult to devote time to the struggling students. I think the principal really needs to be involved to stress that point. Maybe even have other teachers speak. AW: I think Great Expectations is a great seminar for teachers to experience. Teachers need to know what their part in the equation is. This professional development is enlightening and uplifting. MC: I agree with Toni! Is there a teacher whisperer anywhere!?! Amanda, I have heard of Great Expectations, but our district hasn't sent very many of us to the workshops yet. There was talk of it during the year, but nothing came of it. I have gotten my support for the "shift" while going to grad school and talking with other teachers that are in the program. Our principal hasn't been much help the last few years, and he was just recently replaced with someone younger so this year should be interesting.
Vanessa's ?s
1. How does your classroom/school ensure a home to school connection? TH: Our school sends home a school-wide calendar/newsletter every month noting all the "dates to remember" on it. Classroom teachers send home notes as needed. Many of our teachers maintain a classroom website. I teach the pull-out ESL program, so my assistant translates school-wide as well as teacher notes into Spanish for our Spanish-speaking students. My assistant also makes personal phone calls to our parents in Spanish. AW: We have Meet the Teacher. We provide newsletters and an all school newsletter every week. Many of our parents volunteer in the library and cafeteria. Our parents pick up their students everyday, so we see them almost everyday. In my personal classroom, I invite parents in for Reader's Theater performances and classroom parties. MC:We also send out calendars and a newsletter, but our's is in email form. Our school also has a web page and each teacher has a page that has their classes listed on it, and they can personalize it as much as they want. We also have open house night, and we have a very active PTA. Other than that, we don't have much for our parents. I wish there was more teacher parent interaction, but I think at the middle school level most parents feel like their child is more independent and doesn't need them as much.
2. Do you have a reading recovery program at your school? - How do you feel about it? TH: No. However, my previous school had a Reading Recovery program. We had two half-day teachers (who shared a regular first grade class) so they each could see 4 RR kids. When one of the left, the other one became a full-day RR teacher, seeing 7 kids. After one year, one of our Special Ed teachers got RR trained, so we went back to two half-day teachers. (The other RR teacher then taught half a day of dyslexia classes). Anyway, the program is VERY effective. It basically takes the 8 lowest (and I mean lowest) first graders and works one-on-one with them each day. The program is awesome. AW: No, we don't. But, we have a pull-out program for students who struggle. I'm not sure if that's the same, but it seems similar. I like our current system. It seems to work and children graduate from it, so that's good. MC: No we only have the ACE remediation program for 8th graders that helps them get ready for their tests. I wish we had something! 3. How do you help your students to feel confident with themselves? TH: We work on self-esteem all the time. My kids already feel like they don't measure up - so we have to reassure them that they have a talent/gift that others don't have (in learning to be a bilingual person). We remind them that they have to work very hard at it, but the dividends will pay off later when they have high-paying awesome jobs BECAUSE they are bilingual. AW: I use a lot of praise and honestly, we do many hard strategies and concepts, so I pride myself on how hard my kids work. When they do something amazing or correct, I tell them and brag on them. When they try, but don't do as well, I still praise for their efforts. I have a motto in my class. No bees, no honey, no work, no money. I equate work to money and when they work, the get paid for it, either with verbal praise or monetary praise. It works well for me! MC: I also work on self-confidence and self-esteem in my classroom. I have them do projects through out the year that they are capable of doing and we also do different assignments in reading and in language that allow them to explore different parts of Literature and my students always find areas where they "shine" and I think that's important for them. I also do a lot of verbal praise and encouragement. Sometimes we have classroom competitions to help motivate students.
Everyone responds here. Be sure to put your initials next to your answer.
1. What does research say about the topic?
TH: Research indicates that the reasons children experience difficulty in learning to read vary widely. The reason doesn't really matter, the child needs help. Prevention and Intervention programs have been designed to help. Family literacy programs assist both parent and child. Prekindergarten and Kindergarten programs tend to focus on language development. Primary grade programs vary but tend to provide tutoring and beginning reading interventions. School-wide programs include instruction in phonics, comprehension strategies, and listening comprehension. One lesson learned from the research is no matter how effective the intervention is, it does not stand alone.
VI-S: This chapter discussed the importance of early intervention and providing a balanced curriculum. I agree that students need to be caught early if they are having difficulty.
AW: Early prevention and sometimes intervention are the key to catching reading problems and family literacy issues. Sometimes it takes educating the family in order to really help the child. Programs like Kindergarten and Pre-school programs were praised. In addition, print awareness, phonemic awareness, and alphabet knowledge were discussed as keys to success in early reading.
MC:Research also looks at families who do not have a strong literacy background and that possibly suggests why some students fall behind or start further behind than their peers. I agree with Amanda about early prevention and intervention, but in sixth grade we are still detecting students who have learning disabilities. How do they get that far without anyone intervening before then?
2. How has reading's shift from remediation to prevention and intervention affected your programs?
TH: I teach ELL students with 30 minute pull-out class periods. I can definitely tell the difference in my Kindergartners who have and have not attended our district's 4-yr. old program. The extra exposure to language development in English benefits my students.
VI-S: I see the effects all the time in my special education class. I also fight differing opinions among the teachers. I think that students need to have interventions before they are qualified for special education. Some of them if they would have explicit instruction early on would not need services. However, many teachers who have struggling students want them out of the classroom right away and qualified for services.
AW: We offer a Kindergarten readiness test for incoming Kindergartners. That way our students are "ready" to enter Kindergarten. Then, in first grade we offer remediation in reading through a pull-out program. We try very hard to catch them as early as possible for intervention and we prevent those entering Kindergarten too early.
MC: In sixth grade I don't deal as much with the prevention part, but I do do intervention and remediation. I have a pull out reading class that my lower level sixth graders are in, and then my other readers are in inclusion classes. I try to work with them concerning vocabulary and comprehension. I also work with them alot concerning the test they have to take in the spring, and I try to incorporate as much productive learning as possible at the same time.
3. Discuss the concept that everyone is responsible for struggling readers and how does that affect you?
TH: I totally agree that it is everyone's job (classroom teachers, specialty teachers, remedial program teachers, and paraprofessionals) to provide instruction for struggling readers. Anyone who comes in contact with that child needs to provide support to that child. My students come to me for English language acquisition. We work primarily on Listening, Speaking, Reading, and Writing. I do not "teach" the classroom teacher's content, but I do provide support for that learning. I do teach reading skills, based on what the group of children needs.
VI-S: I also completely agree! There are becoming more and more struggling readers in the classrooms. It is everyone's responsibility to get the information across to them it might just take some accommodations or modifications. If everyone (teachers) are working as a team that students will have more support therefore doing better in school. When only one teacher is relied on to help that struggling reader they will not gain as much.
AW: Personally, I feel a huge responsibility to my students to learn to read. I completely agree with this statement. The bulk of the responsibility is on me, but I do think that everyone (and I mean parents, peers, administration) are responsible too. We are partners with parents and others in the school to help the child in the best manner possible. Teaching is personal. If you don't think it's your responsibility, then children will slip through the cracks and you won't care. Then, you need to get out!
MC: I deal with this every year. Our other core subject teachers (math, science, history) don't always do what they should with our struggling readers. I have trouble sometimes just getting all the teachers to do modifications and accommodations for my IEP kids. Last year I ended up tutoring a special ed student in science because the science teacher refused to help him and mom was very upset. It was very frustrating to me that all the science teacher needed to do was spend a few extra minutes with this student and he wouldn't have struggled as much. It irritates me to the core that just because they don't teach "reading" that they don't think they have to help those readers who struggle.
My Three Questions
Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
Amanda's ?s
1. In your opinion, what is the number one factor associated with "students at risk for failure"?
TH: For my kids, it is the time it takes to acquire the English language. My kids can usually acquire social English within a year of being in the country. But, the academic language takes much more time - between 5-7 years. However, the state requires these kids to take the state mandated tests (and their scores count) after completing their first year in the country. This is especially difficult for older students who may not have additional years of exposure before that first test! As hard as we try, ELL kids may never catch up to what the state requires them to do!
VI-S: Students need explicit instruction and practice. They also need to have high expectations. Students are coming each year with taking less responsibility of their own learning. They want to be told exactly what to do instead of practicing and thinking about their work.
MC: I agree with Vanessa that students need explicit instruction and students wanting to be told exactly what to do. Most of my sixth graders are struggling with feeling motivated. I have noticed that students who tend to give up by the end of seventh grade usually do end up in trouble sometime during eigth grade. I actually had a student like that last year, and he spent fewer days in school than he did being suspended for various infractions. The last I heard he had already been to visit the adolescent incarciration facility. It really and truly breaks my heart.
2. What is the difference between Intervention and prevention programs and just "good teaching" practices?
TH: "Good teaching" practices are what all teachers SHOULD be doing with all students. With the diversity of levels and knowledge in classrooms, some kids just can't keep up. Prevention programs try to "prevent" problems by providing additional instruction before problems occur. Intervention programs try to "intervene" with remediation on the skills in which the child is deficient.
VI-S: Interventions and preventions should be happening by teachers already. If a student is struggling in the classroom they should be assessing and figuring out how best to help them succeed. Instructions need to be clear from the beginning so that students understand what is expected.
MC: I agree that part of good teaching should include intervention and prevention. Again, I don't get to be part of the prevention process, but I do experience the intervention part of education quite a bit with my sixth graders. If I have students that are struggling I try to pull them out when they won't miss main lessons and work on what they are struggling with. But, again, part of good teaching is knowing how to incorporate intervention into each daily lesson. In order to do that, you have to know your students and their strengths and weaknesses.
3. In your opinion, is it your job to teach a child's parents to read, if that parent is unable to read and help his/her child?
TH: That's an interestig question for me - because I face that problem every year. Many of my parents can't read in their native language let alone English. I provide my parents with the information (verbal and written in their native language, if possible) to attend classes provided by our district (2 nights/week with homework assistance and childcare for their children while they are in class). I highly encourage them to take advantage of the free service. However, I cannot force them to attend.
VI-S: I don't feel it is our responsibility to teach a parent to read. It is however our duty to make sure we explain to a parent how to help their child. We can support them in finding help but parents should have an active part in their child's education (and to do that if they need help they need to find the right person to do that).
MC: I agree completly with Vanessa! I have never had a parent tell me that he or she didn't know how to read, but I have had times where I wondered what was going on with a parent. I do feel like I would feel obligated to give the parents information concerning community programs that deal with adult literacy.
Mandy's ?s
1. Why are head start programs important, and how can we go about making sure that there continues to be federal funding for the programs?
TH: I think head start and similar programs are important because they give low-income children additional language development opportunities. Many of these children do not have adequate models at home and the additional exposure better prepares them for the classroom environment. Since many ELLs fall in that low-income status, it additionally gives them exposure to the English language. The more exposure to English they have, the quicker they begin to learn in English. As far as funding goes, it is important to keep the topic on the forefront with our legislators.
VI-S: Head start programs are important for families who are struggling. I agree that many of these students don't have the help necessary at home to help them succeed.
AW: I think Head Start is for those families that can't necessarily afford proper schooling for their child. Also, like Vanessa said, it's for families that don't know what to do with their kids in terms of reading. These families may not be able to read and write themselves. Like Toni said, language development is huge early on. I'm not sure how we continue to supply federal funding for this program, but I think the research is there for how important early prevention and intervention.
2. What are the positives and negatives when dealing with prevention and intervention?
TH: The positives are that additional exposure and small groups can assist children in acquiring the skills more rapidly. Teachers in those programs can use alternate strategies to teach the concepts. Children will have several different strategies to use. Students receive more individualized attention in small groups. The negatives include time and staffing issues. Kids receiving additional assistance are usually pulled out of regular classroom time to receive the intervention. The classroom teacher has to juggle what to teach/practice/etc. while these kids are out of the room. Many time they are not out of the room just one time - but they may receive reading and math interventions.
VI-S: I think that all teachers should be trying to prevent struggles in the future. They need to be adapting their instruction and modifying if necessary. Interventions need to take place when students need help. I understand that it is difficult when teachers feel the responsibility to cover so many objectives for the state tests but it is equally important to help those students who are struggling.
AW: I really only see positives. Phonemic awareness, alphabetic principle, print awareness, and overall enjoyment for literacy are raised with K and Pre-K programs. I guess I look at what's best for the student, so even if it's uncomfortable for me or time consuming, I still think it's positive!
3. Is RTI just as effective in middle school and high school as it possibly is in the primary grades?
TH: If done properly, I think it could be just as effective. I have not had a good experience with RtI, as the "pilot" building only used one criteria (DIBELS) to provide instruction. However, when looking at articles that deal with RtI, there seems to be more to it than just DIBELS.
VI-S: I have not heard of RTI in the upper grades. I have heard it is beneficial when they are younger to help them not get far behind.
AW: I am SO unfamiliar with RtI. But, I would guess that if it is done properly and upgraded for older students, then yes, it could be beneficial.
Toni's ?s
1.What kinds of supplementary intervention programs are utilized with students at your school?
VI-S: We use a lot of technology programs to help our struggling readers. We have a reading specialist who sees students who qualify. The teachers have a science lab to help reinforce by hands on activities. Teachers in our building kind of do their own things. Some of them have songs to help students remember states & capitals, multiplication facts, etc.
AW: We offer tutoring for those student who need it and/or their parents want that for them. We can suggest it too. As for ones listed in the text, we do not offer those because of our size and what we are trying to accomplish. We are about a half grade above a public school when it comes to what we teach. Therefore, the ones who are "struggling" really aren't struggling. They are just behind for our school and would probably not qualify in the public school system for help.
MC: We really don't have many supplementary intervention programs at our middle school. The only program we do have is for 8th graders who didn't pass their crts. They go through ACE remediation which either includes a class instead of an elective or tutoring after school. I wish there was more than that for our students that need help, but that is it other than what teachers do in the classroom. I usually end up tutoring one or two students a year who are just struggling. I try to work with kids when I work detention that are having trouble with their homework. We use to have an "independent studies" class for our special ed students that was basically study hall for our special ed kids that allowed them to get help from a special ed teacher for the classes they were struggling in, but a few years ago that was taken out of the class offerings. I was sad to see it go because I think a lot of our special ed kids got a lot out of that. It gave them time to get help, especially if their parents aren't able to help them.
2. Once a child has completed an intervention program, how much support should he/she receive in the regular classroom?
VI-S: Students need continuous support - it just may be more verbal like praise or cues to keep them going. Just because they finish a program doesn't mean they feel confident to be on their own and depending on the age other blocks may come up in which they need support on how to handle it.
AW: I think the student should continue to be monitored and at the first sign of problems, a teacher should step in. Quitting cold turkey can be problematic. A slow release is better.
MC: I agree with Amanda and Vanessa. Struggling students tend to need constant support and some sort of motivation. If the intervention program was through the school, then their should be materials at the school to use periodically to continue supporting the student. Parents that are able to have put their students in programs like Kumon or Huntington, and those programs prepare the parents for continuing to support their kids.
*3. What types of professional development can be used to shift the mindset of experienced teachers so they accept that the struggling reader is everyone’s responsibility?
VI-S: I wish there is a magic program/speaker that would work. So many of my teachers want them out of their classrooms because it is too difficult to devote time to the struggling students. I think the principal really needs to be involved to stress that point. Maybe even have other teachers speak.
AW: I think Great Expectations is a great seminar for teachers to experience. Teachers need to know what their part in the equation is. This professional development is enlightening and uplifting.
MC: I agree with Toni! Is there a teacher whisperer anywhere!?! Amanda, I have heard of Great Expectations, but our district hasn't sent very many of us to the workshops yet. There was talk of it during the year, but nothing came of it. I have gotten my support for the "shift" while going to grad school and talking with other teachers that are in the program. Our principal hasn't been much help the last few years, and he was just recently replaced with someone younger so this year should be interesting.
Vanessa's ?s
1. How does your classroom/school ensure a home to school connection?
TH: Our school sends home a school-wide calendar/newsletter every month noting all the "dates to remember" on it. Classroom teachers send home notes as needed. Many of our teachers maintain a classroom website. I teach the pull-out ESL program, so my assistant translates school-wide as well as teacher notes into Spanish for our Spanish-speaking students. My assistant also makes personal phone calls to our parents in Spanish.
AW: We have Meet the Teacher. We provide newsletters and an all school newsletter every week. Many of our parents volunteer in the library and cafeteria. Our parents pick up their students everyday, so we see them almost everyday. In my personal classroom, I invite parents in for Reader's Theater performances and classroom parties.
MC:We also send out calendars and a newsletter, but our's is in email form. Our school also has a web page and each teacher has a page that has their classes listed on it, and they can personalize it as much as they want. We also have open house night, and we have a very active PTA. Other than that, we don't have much for our parents. I wish there was more teacher parent interaction, but I think at the middle school level most parents feel like their child is more independent and doesn't need them as much.
2. Do you have a reading recovery program at your school? - How do you feel about it?
TH: No. However, my previous school had a Reading Recovery program. We had two half-day teachers (who shared a regular first grade class) so they each could see 4 RR kids. When one of the left, the other one became a full-day RR teacher, seeing 7 kids. After one year, one of our Special Ed teachers got RR trained, so we went back to two half-day teachers. (The other RR teacher then taught half a day of dyslexia classes). Anyway, the program is VERY effective. It basically takes the 8 lowest (and I mean lowest) first graders and works one-on-one with them each day. The program is awesome.
AW: No, we don't. But, we have a pull-out program for students who struggle. I'm not sure if that's the same, but it seems similar. I like our current system. It seems to work and children graduate from it, so that's good.
MC: No we only have the ACE remediation program for 8th graders that helps them get ready for their tests. I wish we had something!
3. How do you help your students to feel confident with themselves?
TH: We work on self-esteem all the time. My kids already feel like they don't measure up - so we have to reassure them that they have a talent/gift that others don't have (in learning to be a bilingual person). We remind them that they have to work very hard at it, but the dividends will pay off later when they have high-paying awesome jobs BECAUSE they are bilingual.
AW: I use a lot of praise and honestly, we do many hard strategies and concepts, so I pride myself on how hard my kids work. When they do something amazing or correct, I tell them and brag on them. When they try, but don't do as well, I still praise for their efforts. I have a motto in my class. No bees, no honey, no work, no money. I equate work to money and when they work, the get paid for it, either with verbal praise or monetary praise. It works well for me!
MC: I also work on self-confidence and self-esteem in my classroom. I have them do projects through out the year that they are capable of doing and we also do different assignments in reading and in language that allow them to explore different parts of Literature and my students always find areas where they "shine" and I think that's important for them. I also do a lot of verbal praise and encouragement. Sometimes we have classroom competitions to help motivate students.